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Empowering Teachers Across Cultures- Enfoques críticos- Perspectives croisées

Enfoques críticos. Perspectives croisées

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Anne-Marie de Mejía and Christine Hélot

This book explores how researchers in different parts of the world deal with the notion of cultural diversity in teacher education programmes. In each of the nine countries presented in this volume (USA, Scotland, Japan, Finland, Colombia, France, New Zealand, Canada, and Mexico) the discussion centres on how individual teachers can be empowered to become professionals who make a difference. Whether teachers are working in bilingual programmes or not, the questions are similar: how they can be supported in their negotiation at the classroom level of language contact and cultural difference, and in their understanding of the interface between top-down policies, language ideologies and changing practices in the face of multilingualism.
Este libro explora la manera como investigadores en distintas partes del mundo se refieren a la noción de diversidad cultural en los programas de formación de profesores. En cada uno de los nueve países referidos en este volumen (Estados Unidos, Escocia, Japón, Finlandia, Colombia, Francia, Nueva Zelandia, Canadá y México) la discusión se centra en la manera como los profesores individualmente considerados pueden ser empoderados a fin de constituirse en verdaderos agentes de cambio. Sea que los profesores estén o no vinculados a programas bilingües, la temática sigue siendo la misma: como brindarles apoyo en la interacción en el salón de clase a nivel de contacto linguistic y diferencia cultural, y en la comprensión entre interfaces de políticas impuestas jerárquicamente, ideología lingüística y cambio de prácticas.
Ce livre explore la façon dont, dans diverses régions du monde, les chercheurs interprètent la notion de diversité linguistique dans les programmes de formation des enseignants. Dans chacun des neufs pays représentés dans ce volume (USA, Écosse, Japon, Finlande, Colombie, France, Nouvelle-Zélande, Canada et Mexique) la discussion concerne la manière dont les enseignants peuvent être encouragés et soutenus dans leur développement professionnel afin qu’ils puissent agir sur leur contexte éducatif et s’impliquer dans le changement. Que ces enseignants travaillent dans des programmes bilingues ou pas, les questions restent les mêmes : comment les aider à négocier les contacts de langues et les différences culturelles au sein de leur classe, comment les aider à comprendre les liens entre les politiques linguistiques éducatives, les idéologies langagières, et les nouvelles pratiques pédagogiques dans le contexte général de nos sociétés multilingues.

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MARIA JÄRVELÄ The power of Dialogue: Intercultural education for teachers in Finland 89

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MARIA-LIISA JÄRVELÄ The Power of Dialogue: Intercultural Education for Teachers in Finland Abstract The chapter introduces the Finnish education system paying special attention to teacher education on primary and lower secondary level. The first part of the chapter introduces some of the historical and socio-cultural factors that have been most influential in turning Finland into a modern Nordic nation with a democratic and efficient education system. The second part of the chapter introduces an innovative teacher education course at the University of Oulu, Finland. The educational philosophy of this course is founded on Global Ethics and Transformative Intercultural Pedagogy developed by a research team as a continuous action research project since the launching of the course in 1994. The contents, structures and methods of this course are widely discussed including the goals set for the students’ field work outside their home country. One of the key components in the conceptualisation of Intercultural Pedagogy is Dialogue, which is elaborated in the third part of the chapter. The role of Dialogue is examined first in relation to knowledge construction and after this, in implementing the principles of Critical and Intercultural Pedagogy in teacher education. In conclusion, some of the recent developments in the Western educational ethos are touched upon; the effects of globalisation and commercialisation of education give some cause for concern thinking of the future of the equal opportunities policy that has been quite successfully practiced by Finnish education authorities since the 1970s. Résumé Le chapitre commence par d...

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